Rai, who has a master's degree in social science, learned about the vacancy of a learning facilitator in Dhankuta from her brother when she was looking to start her career. So, she applied and began working in April 2021 to support children with intellectual disabilities in the resource classroom.
Rai, pictured above, completed a brief orientation provided by Reading For All staff on the types of disabilities and children she would support. Rai explains that she never had any friends, neighbors or family members living with a disability, so the training she received about disability, functional limitations, learning materials, and behavioral skills have made it easier for her to support the students.
"Initially, I was not sure if I would be able to continue to support the children with intellectual disability, but eventually I have learned to engage with them and love my work," Rai says.
Rai works regularly at the Shree Aadharbhut School's Intellectual Resource Class, where she engages with children using functional toys like balls and sponge letters, as well as electronic tablets. She is proud to see the children welcoming her with smiling faces and gestures every day.
Similar to Rai, Shrestha is a learning facilitator in the Bhaktapur district. She supports children who are blind or have low vision in their studies and beams when describing the value she has found in working with children. Shrestha’s desire to better assist students with low vision motivated her to learn basic braille.
Before becoming a learning facilitator, Shrestha’s experience working with people with disabilities was limited to an internship at a community-based rehabilitation organization. In April 2021, she joined the Reading For All program with the goal of bringing positive change to the lives of children with disabilities.
Shrestha’s loving and caring nature has helped her quickly bond with children and build trust with students’ family members.
Barriers to inclusive education
Children with disabilities face challenging barriers to education. Nearly 50% of children with disabilities do not attend school. For every child to learn and develop the skills they need to succeed, they need an inclusive education. According to a study by Humanity & Inclusion, 83% of parents and caregivers of children with disabilities worried that their children would fall further behind in school because of Covid-19.
During the pandemic, the Reading For All program supported 35 resource classrooms with 62 learning facilitators, like Rai and Shrestha, to bridge the learning. Most of the learning facilitators were newly introduced to disability-inclusive education and are continuing careers in the field. These learning facilitators supported children by developing individualized education plans.
“In order to ensure we Leave No One Behind and to meet SDG4, inclusive education goes beyond enrollment in the classroom and requires trained teachers, adequate learning resources, adapted school infrastructure, and engaged parents,” adds Sanju Nepali, Inclusive Education Specialist for Humanity & Inclusion in Nepal.
These activities are made possible by the U.S. Agency for International Development (USAID).